Classroom environments that foster a disposition for critical thinking

In this article, we examine the disposition for critical thinking (CT) from three perspectives and analyse the underlying constructs of the disposition for CT, such as one’s ability, sensitivity and inclination to engage in critical, mindful thought. Environmental factors that enhance or inhibit the development of a generalisable disposition for critical thought are discussed. Finally, we present a set of empirically-verified classroom practices that can help to foster a disposition for CT.     

How young people respond to learning spaces outside school: A sociocultural perspective

This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’ strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural perspective using the notion of communities of practice. Implications for the roles of education managers and their staff in further research are developed.     

Spannungsfeld Polyvalenz in der Lehrerbildung

The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32).     

EXAMINING TEACHERS�� STRUGGLES AS THEY ATTEMPT TO IMPLEMENT DIALOGICAL INTERACTION AS PART OF PROMOTING MATHEMATICAL REASONING WITHIN THEIR CLASSROOMS

This study examines the changes in teaching practices during the implementation of a pedagogical model called the mathematics reasoning approach (MRA), which was founded on 2 critical areas in mathematics, problem solving, and writing to learn. Three algebra teachers implemented the approach with their classes, which were divided into control (traditional) and treatment (student-centered approach) groups, with their levels of implementation measured by the Reformed Teaching Observation Protocol (RTOP) instrument. The implementation of the model resulted in positive changes in teachers’ pedagogical practices and yet showed the struggles they faced. In the control classes (traditional classes), the level of teaching remained the same throughout the study, whereas in the treatment classes (MRA classes), a significant improvement in the level of teaching was observed. Even though the teachers’ implementation levels differed from each other, the patterns of the change for all 3 teachers showed similarities; that is, their MRA teaching level was initially equivalent to their control teaching, but as the semester progress, there was a separation between the 2 approaches. This separation between the 2 approaches appeared to be dependent upon the pedagogical area on which the teacher put emphasis. The skill of questioning seemed to be 1 which each teacher first changed.     

An investigation of the relationship between metacognition and mathematics achievement

The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance of mathematics achievement could be explained with metacognitive knowledge and skills.     

Function oriented service composition modeling

Formal models for service composition have been proposed with the variation of the requirements of service developers. Some famous models have provided checking and verification techniques and tools for the behavior of service composition. These models generally focus much on the message flow of web services and neglecting the data contained in the exchanged messages among services, which restrict the application range of these models and also the web service techniques. As new kind of services with different protocols and communication methods have appeared, it is needed to model service composition from a new view which is adapted to the new development in service area. In this paper we offer a function oriented model of service composition which treats the composite service as a software system and specify the function of services which can be directly used to the realization by service providers.     

Helping Homeless Families Overcome Barriers to Successful Functioning

The author articulates key stressors in the lives of families who are homeless. These stresses often combine with barriers such as lack of job opportunities and/or insensitive professionals. Strategies for helping homeless families overcome these barriers and related issues are presented.     

The relation of multiple-schedule behavioral contrast to deprivation,time in session,and within-session changes in responding

Pigeons' keypecking was reinforced by food on baseline schedules of multiple variable interval (VI) x VI x and on contrast schedules of multiple VI x VI y. Deprivation of food was varied by maintaining subjects at 75%, 85%, and 95% (+/- 2%) of their free-feeding weights. Positive and negative behavioral contrast were observed. The size of the contrast was not systematically altered by changes in deprivation. Positive and negative contrast were both larger later in the session than they were earlier. Within-session decreases in responding were steeper for the baseline than for the contrast schedules for positive contrast. Within-session decreases were steeper for the contrast than for the baseline schedules for negative contrast. These results were predicted by the idea that different amounts of habituation to the reinforcer during the baseline and contrast schedules contribute to behavioral contrast. The results show that contrast occurs under conditions that reduce the effect of the following component. The results support the assumption that positive and negative contrast are produced by symmetrical theoretical variables.